TITLE III – LANGUAGE INSTRUCTION FOR LIMITED ENGLISH PROFICIENT AND IMMIGRANT STUDENTS

The Florida Department of Education

Presented by: Lori Rodriguez

May, 2011

Agenda

What is Title III? AMAOs Application Procedures Changes to this Year’s Title III Private Schools & Title III Professional Development & Title III Immigrant Children & Youth 2011-12 Monitoring

What is Title III?

Title III

Title III focuses on helping English Language Learners (ELLs) achieve English proficiency – as a means to academic achievement.

Title III funding is annually awarded to states, according to the number of ELLs and is not competitive.

Title III prohibits supplanting state, local, and other federal funds (including Title I).

Uses of Title III Funds

The overall goal of the Title III program is to ensure that students with limited proficiency in English learn the language and master challenging academic content standards. In general, Title III funds must be used in pursuit of this goal.

Title III Formula •District ELLs must generate $10,000 or more •All numbers are examples

Federal Grant Award to Districts = $30,000,000

Survey 3 Number of ELLs in

Florida = 250,000

Divide $30,000,000 by 250,000 = $120

Per Student (cost factor)

Multiply District ELL Count by Cost Factor

ex. 115 X 120 = $13,800

Reallocate funds for districts whose dollar

figure is below $10,000

Subtract number of ELLs from total and run

formula again

Annual Measurable Achievement Objectives (AMAOs)

AMAO Timeline

YEAR (1) 2006-07

District notifies parents of ELLs in writing within 30 days of district notification of failure to meet AMAOs.

YEAR (2) 2007-08

District notifies parents of ELLs in writing within 30 days of district notification of failure to meet AMAOs.

District begins developing an improvement plan that addresses the objective(s) not met and the factors that prevented the district from achieving the objective(s).

FDOE provides technical assistance to the district to meet AMAOs.

FDOE develops, in consultation with the district, professional development strategies and activities that the district will use to meet AMAOs.

FDOE develops, in consultation with the district, a plan to incorporate strategies and methodologies, based on scientifically-based research, to improve the specific program or method of instruction provided to ELLs.

AMAOs Timeline cont.

YEAR (3)2008-09

District notifies parents of ELLs in writing within 30 days of district notification of failure to meet AMAOs.

District implements improvement plan.

FDOE monitors the implementation of the district’s improvement plan.

FDOE continues to implement professional development strategies, if appropriate.

FDOE continues to incorporate strategies and methodologies to improve the program of method of instruction provided to ELLs, if appropriate.

Year (4)2009-10

District notifies parents of ELLs in writing within 30 days of district notification of failure to meet AMAOs.

FDOE requires the district to modify the curriculum, program and method of instruction; or the FDOE determines whether the district will continue to receive Title III funds and requires that the district replace education personnel relevant to the district’s failure to AMAOs.

Year (4) is NOW

Please note what is required of the district when writing the grant application.

As the FDOE proceeds with monitoring, risk factors like AMAOs will be weighted.

Modify the grant to meet new expectations and consider method of instruction and who is delivering that instruction (per Year 4 requirement).

Application Procedures

The Application Process

To receive Title III funds, districts must complete an application to the State, outlining the intended uses of funds and the accountability system to be used to ensure program effectiveness.

For the 2011-12 year, 48 districts have qualified to receive Title III funds.

Districts may not qualify from year to year, depending on the number of ELLs reported.

Title III also carries an equitable services requirement for private school students.

Do NOT Cut and Paste

The SALA office has reviewed grants and compared those grants to multiple years. Here are some of the concerns:- The district has copied and pasted the same

activities from one year to the next.- The district has copied and pasted from another

district the same activities and has forgotten to change the district name or make changes unique to one’s own district.

Example

If the district has purchased the same language learning software for the last 3 years and the district still cannot make AMAOs, maybe buying more software is not the answer.

One possibility may be to offer more training on how to effectively use the software, or consider when or how this software is provided to the students, etc.

DOE 101 Examples of Cutting and Pasting Each Year

2009-2010

(3) Account Title and Description

Rentals Supplemental Rentals-Software Licenses-Rosetta Stone

Sub-agreements up to $25,000 Supplemental Other Purchase Services- Supplemental Translations provided through Inter-national Language Services for Language groups where no school or district translator is available

Supplies "Supplemental Supplies - Supplemental -researched based Supplemental Instructional materials such as LeapFrog, writing prompts, activity cards, story starters, carousel words, pictures and cards, word family pocket charts, My First Thesaurus, and printing of the ELL Parent/Student Newsletter, these materials are purchased to enhance English acquisition and academic performance. These supplemental supplies are also used as start up materials for ELL Students in the Dual Language Program. Supplemental supplies for the Annual ELL Awards Program.""Supplemental Flexibility (Texts) - Supplemental text, such as those adapted for ELLs.

2010-11

(3) Account Title and Description

Rentals Supplemental Rentals-Software Licenses-Rosetta Stone

Sub-agreements up to $25,000 Supplemental Other Purchase Services- Supplemental Translations provided through Inter-national Language Services for Language groups where no school or district translator is available

Supplies "Supplemental Supplies - Supplemental -researched based Supplemental Instructional materials such as LeapFrog, writing prompts, activity cards, story starters, carousel words, pictures and cards, word family pocket charts, My First Thesaurus, and printing of the ELL Parent/Student Newsletter, these materials are purchased to enhance English acquisition and academic performance. These supplemental supplies are also used as start up materials for ELL Students in the Dual Language Program. Supplemental supplies for the Annual ELL Awards Program.""Supplemental Flexibility (Texts) - Supplemental text, such as those adapted for ELLs.

Appropriate Uses of Funds

NOTSupplement Supplant“To Add To” “To Take the Place Of”

All grant activities must be supplemental in nature –funds cannot be used to pay for required activities.

Please see Section 3115 of Title III, No Child Left Behind

Appropriate Use of Title III Funds

Supplemental materials for sole use of ELLs Additional hardware (i.e., headsets) Additional software (i.e., language acquisition software) Additional reading materials (i.e., novels, magazines,

newspapers, picture dictionaries) Manipulative (i.e., blocks, objects that represent an item,

like foods) Visual Aides (i.e., pictures, posters, flash cards) Listening Centers (i.e., books on tape)

Additional Uses of Funds

Classroom instructional assistants (i.e.; ESOL coach/aide, above and beyond Meta agreement)

Professional development (above and beyond Meta agreement; training)

Teacher preparation for effective ELL instruction; incorporating curricula and resources regarding appropriate/effective instruction; improving program quality

Parental involvement - Implementing family education programs, parent outreach and training activities designed to assist parents to become active participants in the education of their children

2011-12Changes to the Title III Grant

Needs Assessment

Briefly provide evidence of need for each of the services being funded through this project application.

In the description, include a reference to the method used for the needs assessment, the data, and information analyzed (e.g. CELLA, FCAT, ELL demographic data) to determine the need for supplementary services.

The description must also include:-an analysis of which programs, services, and activities were successful in the previous grant, -which ones were not, and -what the district will do differently with this grant.

Summarize results and prioritize.

Needs Assessment

Include: methods used to conduct the needs assessment (e.g.

teacher and parent surveys, analyzing FCAT and CELLA data, or meeting with PLC and other stakeholders),

a description of which programs and services in the grant have been previously successful, and

a description of what the district is doing differently from previous years to meet AMAOs.

Activities

Briefly describe the district’s major proposed programs, services, and activities.

Include how the activities are aligned with the needs assessment, state content standards, student achievement standards, and state assessments.

Indicate how the activities are scientifically research based.

Describe how the activities will close the achievement gap and help districts to meet Annual Measureable Achievement Objectives (AMAOs).

AMAO Sections

Districts have the option to use data from either 2009-2010 or 2010-2011AMAO results.

Use 2009-2010 data only if 2010-2011 data is not available.

If 2010-2011 data becomes available during the application review process, input that year’s information at that time.

Private schools

Private schools must be consulted as part of the needs assessment.

Samples of documentation to upload should include letters inviting private schools to participate in the needs assessment process.

Sec. 9501, Participation by Private School Children and Teachers, NCLB

Dissemination and Marketing

Describe the district’s dissemination and marketing plan for communicating and advocating the activities and programs addressed in this application to schools and stakeholders.

The description should include how the district will ensure that all school-to-home communication will be in the parents’/guardians’ home language unless not feasible.

Title III Fiduciary Concerns

Technology – keep devices at school and develop a system to track devices assigned to students (e.g. sign out sheets).

Travel – consider how many staff are needed to attend conferences and maximize train-the-trainer strategy.

Reminder: no more than 2% of the Title III grant can be allocated towards administrative (direct and indirect) costs

Title III Timeline

On or about May 12th

On-line application goes live; districts may begin submitting grants.

On or after July 1st

Federal funds become available. September 15th

The Bureau’s goal for completion of reviewing all grants, Title III and Immigrant.

Private Schools and Title III

Private Schools & Title III

Private schools for consideration must be non-profit.Consultation with private schools should take place

during the design and development of the district’s grant application.

Include a list of schools the district contacted and the types of services that may be provided.

Are services and other benefits provided to private schools equitable in comparison to services and other benefits for public school children, teachers and administrators?

Private Schools cont.

Section 9501 (C)(1) OF NCLB specifies that districts must address all of the following with private schools in order for consultations to be considered meaningful:

How the children’s needs are identified and who theses children are. What services will be offered. How, where and by whom the services will be provided. How services will be assessed and how the results will be used to

improve the services. The size and scope of equitable services provided to the eligible

private school children, teachers and other educational personnel and the amount of funds available.

How and when decisions will be made about the delivery of services.

Professional Development and Title III

Training not allowed through Title III

ESOL training required by Consent Decree cannot be supported by Title III funding, which includes: Classes leading to the ESOL endorsement 60 hour content area ESOL training 18 hour course for other teachers Guidance counselors and school-based administrator

training Initial paraprofessional training

Training not allowed through Title III, cont.

ESOL training required by Consent Decree cannot be supported by Title III funding, which includes: Stipends for participating staff Substitutes to cover teachers participating in ESOL

training Professional development materials and supplies Trainer salaries, outside vendor costs, consultants, etc. Updates to professional development components

Allowable Title III Professional Development Activities

Supplemental training that does not lead to ESOL endorsement/certification or META-required training, including:

annual staff training for updates at state and national professional development meetings specific to ESOL (i.e., SSTESOL, FABES, FASFEPA)

stipends for teachers participating in training, and substitutes to cover classes for participating

teachers.

Allowable Title III Professional Development Activities, cont. Trainer salaries, consultant, guest speaker fees,

outside vendors Training materials and supplies Rental of meeting place, if necessary Conferences and workshops specifically for

ESOL or Title III, including fees, room, travel expenses, materials

Updating supplemental training activities. For example, using an on-line format for teacher convenience

Supplanting vs. Supplemental

If in doubt about Title III allowable professional development activities, think…

In the absence of Title III money, would teachers stillneed the training (and associated costs incurred)-----If the answer is YES, then Title III CANNOT be used.

Immigrant Children & Youth

Immigrant Student Count for the 2009-10 School Year

82,005 students identified as Immigrant Students Districts with large populations of Immigrant Students are:

Dade 35,000 Palm Beach 10,340

BrowardHillsborough

8,650

5,438

Source: Presented at the Florida Senate Immigration Meeting, January 10, 2011

Country of Origin for Largest Number of Identified Immigrant Students in Florida School Districts

Cuba 18,447 Honduras 1,709 Haiti 11,056 Brazil 1,452 Mexico 4,224 Peru 1,260 Columbia 3,847 Nicaragua 1,249 Venezuela 2,919 Philippines 1,169 Dominican 2,340 China 1,085

Republic People’s Republic Jamaica 1,917 Guatemala 1,009

Source: Presented at the Florida Senate Immigration Meeting, January 10, 2011

Data Element Name: Immigrant Student

Definition/Domain: Indicates whether or not the student meets the definition of Immigrant Children and Youth pursuant to the No Child left Behind (NCLB) Act {Title III Part C General Provisions} Section 3301(6) at anytime during the school year.

School districts that have a significant increase in the number of immigrant children receive funding

The term immigrant children and youth means individuals who:I. are ages 3 through 21; andII. were not born in any State, the District of Columbia or Puerto

Rico; andIII. have not been attending one or more schools in anyone or

more States for more than 3 full academic years.

Code Definition

Y = Yes, the student is an immigrant student.

N = No, the student is not an immigrant student.

Z = Not applicable. Note:

Children of U.S. military personnel born overseas are to be included in any count of immigrant children or youth.

2011-12 Immigrant Children & Youth GrantDistricts Eligible for Funding

Miami Dade Duval Collier Escambia Monroe Santa Rosa Flagler Citrus Hardee Suwannee Okeechobee

2010-12 Monitoring

Title III Monitoring

The 2011-2012 Title III monitoring papers now more closely reflect what is asked for in the Title III RFA and what documentation the districts should have.

Immigrant Children and Youth grant is more represented in compliance items. Districts are asked to address immigrants if they receive the immigrant grant.

Title III Monitoring for 2011-12Onsite and Desktop

Onsite DesktopBroward WaltonDesoto St. JohnsLake GladesOrangeHendry OkaloosaSarasota

Questions